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MSTP PLC Facilitator’s Training. Linda Harvieux Cristy Bloch. Fortune Cookie Warm-Up. How does your fortune relate to your experience working in a team? Professional learning community Grade-level or content-area team Leadership team. Agenda. Introductions and structure

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Mstp plc facilitator s training

MSTP PLC Facilitator’s Training

Linda Harvieux

Cristy Bloch


Fortune cookie warm up
Fortune Cookie Warm-Up

  • How does your fortune relate to your experience working in a team?

    • Professional learning community

    • Grade-level or content-area team

    • Leadership team


Agenda
Agenda

  • Introductions and structure

  • “Evolution of the Professional Learning Community”

    • Technical vs Cultural Change

    • First and Second Order Change

  • The Role of the PLC Leader and The Four PLC Questions

  • Structure of the PLC

    • Agendas

    • Learning Logs

    • Weekly plan


Professional learning communities
Professional Learning Communities

  • PLC’s operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators.

    DuFour, et. al, 2006


What s different about a plc
What’s Different About a PLC?

  • Read, “Evolution of the Professional Learning Community.”

  • Discuss the article using the “talking chips” strategy

  • In small groups list differences between a PLC and a “traditional team meeting”.

  • List on chart tablets


Roadblocks
Roadblocks

  • Using the set of road signs on your table, reflect on the roadblocks you have experienced in the past.

  • “What barriers have you experienced in implementing your PLC?”

  • Brainstorm solutions.


Teamwork
Teamwork

Teams bring together complementary skills and experience that exceed those of any individual on the team.





Teams have more fun! accountability.

-Wisdom of Teams, Katzenbach and Smith


Scheduling
Scheduling accountability.

  • How will your team schedule your 4 – 1 hour meetings?

    • Ideas, suggestions, support from leadership


The four questions
The Four Questions accountability.

  • What is it we expect the students to learn?

  • How will we know when they have learned it?

  • How will we respond when they don’t learn?

  • How will we respond when they already know it?

    -DuFour, DuFour, Eaker 2008


Six characteristics
Six Characteristics accountability.

  • Shared Mission, Vision, Values, and Goals

  • Collective Inquiry

  • Collaborative Culture

  • Action Orientation and Experimentation

  • Continuous Improvement

  • Focus on Results


Technical change first order
Technical Change (First Order) accountability.

  • Developing Team

    • Full participation

    • Rotating jobs

    • Collecting and sharing data


Cultural change second order
Cultural Change (Second Order) accountability.

  • The Believers

  • The Tweeners

  • The Survivors

  • The Fundamentalists


The principal leader s role
The Principal/Leader’s Role accountability.

  • Initiate structures and systems

  • Pose the right questions

  • Model what is valued

  • Celebrate progress

  • Lead for change


In order to influence change
In order to influence change… accountability.

Change in values, beliefs, practice

  • Change in student achievement

    *In reality….

  • Change in practice

  • Change in student achievement

  • Change in beliefs

    • Thomas Guskey


Group process facilitator

One who contributes structure and process to interactions so groups are able to function effectively. A helper and enabler whose goal is to support others as they achieve exceptional performance.

Group Process Facilitation

A way of providing leadership without taking the reins. A facilitator’s job is to get others to assume responsibility, to take the lead, and engage in meaningful collaboration.

-Facilitation At A Glance

Group Process Facilitator


Group process facilitators
Group Process Facilitators: so groups are able to function effectively. A helper and enabler whose goal is to support others as they achieve exceptional performance.

  • Do not have all the answers, are not content experts

  • Stay neutral, if you must move out of facilitator role and into role as participating member of group identify that move.

  • Are responsible for room set up that supports effective teams

  • Listen; demonstrate that you are by using verbal and non verbal cues.

  • Paraphrase or clarify for the benefit of all members of the group.

  • Watch the time (or appoint a timekeeper)

  • Play “ping pong” redirect questions by sending to others rather than answering yourself

  • Use humor – appropriate humor!

  • Call and identify sidetracks

  • Encourage all group members to acknowledge dysfunctional behaviors as they occur!

  • Park it sheets – record all sidetrack items

  • Use the imaginary spell check button – spell creatively

    Facilitators At A Glance


Processes for groups
Processes for Groups so groups are able to function effectively. A helper and enabler whose goal is to support others as they achieve exceptional performance.

Everyone participate: Round Robin, Talking Chips

Set the stage

Focus Attention: How do you feel about being here today?

Check in: Something positive that happened in your professional life since the last meeting?

Check the group to see where it’s at: Round Robin

Check for agreement: Thumbs Up, Fist to Five

Get unstuck:

Look for commonalities, agreement

Identify polar points – What would it take for this to work for you?

Take a break – get up and stretch

Move on and come back to issue

Check to see if it can hold until the next meeting. Perhaps the group needs more information.


A team is people doing something together
A team is people doing something together. so groups are able to function effectively. A helper and enabler whose goal is to support others as they achieve exceptional performance.

  • The something that a team does isn’t what makes it a team. . .

    the together part is.


Facilitator role process
Facilitator Role Process so groups are able to function effectively. A helper and enabler whose goal is to support others as they achieve exceptional performance.

The Job of a Facilitator is…

The Job of a Team Member is…

The Job of a Facilitator is not…

The Job of a Team Member is not…


Developing norms
Developing Norms so groups are able to function effectively. A helper and enabler whose goal is to support others as they achieve exceptional performance.

  • What are norms and why are they important?

  • Who should set the norms?

  • How should we enforce our norms?


Norms
Norms so groups are able to function effectively. A helper and enabler whose goal is to support others as they achieve exceptional performance.

  • Non-Negotiables

    • Define essential learnings and use common assessments

    • Everyone participates and works toward the common goal – achievement for all students

    • Teams make individual norms and honor their team norms

      -adapted from DuFour, et. al.


Team agenda and log
Team Agenda and Log so groups are able to function effectively. A helper and enabler whose goal is to support others as they achieve exceptional performance.

  • Guides the meeting

    • Norms

    • Topics

    • Questions

    • Reflections

  • Provides information for next meetings

    • For next time…


Meeting reflections the log
Meeting Reflections/The Log so groups are able to function effectively. A helper and enabler whose goal is to support others as they achieve exceptional performance.

  • What was the focus of our discussion?

  • What did we learn about teaching our content?

  • What did we learn about our students?


Action plan
Action Plan so groups are able to function effectively. A helper and enabler whose goal is to support others as they achieve exceptional performance.

  • Norms

  • Meeting time

  • Agenda

  • Jobs

  • Others



Contact information
Contact Information the only thing.


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